Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?Good place to start and reflect on how you do this already in various teaching scenarios.
W = What do you want to learn?This KWL approach offers a basic rubric/checklist for thinking about GBL.
L = What have you learned? (we'll do this last one later)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.n effective tool for designing GBL and forms the basis of a rubric.The KWL approach is dynamic and instructive in its scope. Prior to this module I used a personal version of KWL but the kills and insights offers by this module has clarified and focused my abilities and skills to better use this tool. What do you want to learn - the scope and sequences, rubric and associated information help define the task and the outcomes and allow for effective evaluation I have learned a new skill and approach to engaging students in almost all classroom learning contexts..
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. 1. Ordering their thinking and an awareness of chronological processes of thinking. Skills in goal setting and approaches to doing this.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity? For me a game has to be essentially a quest for an individual to develop skills that will enable the participants to the use this new found knowledge/skills to then help others to catch up, build their confidence and collaborate with the other students. The game task involved successfully aspects of Gaming Dynamics - there was collaborative and individual learning Mechanisms - competition/cooperation and rewards individually and collectively. and Components that had the reward of a comprehensive design task completed that led onto other tasks, team based problem solving and enthusiasm for more tasks.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.) The Premiers Reading Challenge was a good example of some of the Elements of a gamified experience. the constraints where there are a specific no. of books to read both proscribed and personal choice are present and effective. The Narrative is well conceived and consistent. The Progression offers lots of opportunity to improve skills or knowledge.
Emotional dynamics are catered for with Obvious intentions for readers through proscribed and personal choice of books. there is allowance for relationships with some parent/teacher support for the task. The Challenge displays level 5 rubric outcomes with almost all of the followingChallenges, competition, resource acquisition, rewards, clear win states and ongoing encouragement to continue into the next year with reading more.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
The Zombie learning reflection - The constraints were present. The narrative was well conceived and would work well with older adolescents and even adults. The Progression offers an experience that is designed wells that improving skills is integral to the experience. The Emotional dynamics allow well integrated intention for player emotions and there is a natural and explicit thought out interaction between students. It almost all or most of the requirements for game Mechanics and Game components.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
This has been an exciting and informative module. It has given me the tools to create more in creating lessons for students especially those having difficulty engaging in regular classroom activities. The resource material is invaluable including the game elements explained, rubric, scope and sequence and planning template. I am brimming with ideas already. I will email the finished plan immediately as I am having difficulty uploading it onto the wiki.
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?Good place to start and reflect on how you do this already in various teaching scenarios.
W = What do you want to learn?This KWL approach offers a basic rubric/checklist for thinking about GBL.
L = What have you learned? (we'll do this last one later)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.n effective tool for designing GBL and forms the basis of a rubric.The KWL approach is dynamic and instructive in its scope. Prior to this module I used a personal version of KWL but the kills and insights offers by this module has clarified and focused my abilities and skills to better use this tool. What do you want to learn - the scope and sequences, rubric and associated information help define the task and the outcomes and allow for effective evaluation I have learned a new skill and approach to engaging students in almost all classroom learning contexts..Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. 1. Ordering their thinking and an awareness of chronological processes of thinking. Skills in goal setting and approaches to doing this.Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity? For me a game has to be essentially a quest for an individual to develop skills that will enable the participants to the use this new found knowledge/skills to then help others to catch up, build their confidence and collaborate with the other students. The game task involved successfully aspects of Gaming Dynamics - there was collaborative and individual learning Mechanisms - competition/cooperation and rewards individually and collectively. and Components that had the reward of a comprehensive design task completed that led onto other tasks, team based problem solving and enthusiasm for more tasks.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.) The Premiers Reading Challenge was a good example of some of the Elements of a gamified experience. the constraints where there are a specific no. of books to read both proscribed and personal choice are present and effective. The Narrative is well conceived and consistent. The Progression offers lots of opportunity to improve skills or knowledge.Emotional dynamics are catered for with Obvious intentions for readers through proscribed and personal choice of books. there is allowance for relationships with some parent/teacher support for the task. The Challenge displays level 5 rubric outcomes with almost all of the followingChallenges, competition, resource acquisition, rewards, clear win states and ongoing encouragement to continue into the next year with reading more.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
The Zombie learning reflection - The constraints were present. The narrative was well conceived and would work well with older adolescents and even adults. The Progression offers an experience that is designed wells that improving skills is integral to the experience. The Emotional dynamics allow well integrated intention for player emotions and there is a natural and explicit thought out interaction between students. It almost all or most of the requirements for game Mechanics and Game components.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
This has been an exciting and informative module. It has given me the tools to create more in creating lessons for students especially those having difficulty engaging in regular classroom activities. The resource material is invaluable including the game elements explained, rubric, scope and sequence and planning template. I am brimming with ideas already.I will email the finished plan immediately as I am having difficulty uploading it onto the wiki.
Have you filled in the evaluation? Have you found the bonus level content?